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The purpose of this paper is to examine the issues involved in designing appropriate problems or scenarios suitable for sustainable development (SD) education, in the context of problem‐based learning (PBL) and experiential learning. Manchester's PBL approach to interdisciplinary Education for Sustainable Development (ESD) has been well reported, for example, in papers at the Educating Engineers in Sustainable Development conference in 2008. This paper poses the question: to achieve transformational education, is design of student problems for ESD itself a wicked problem? The design process that has been used to generate ESD projects for one PBL unit is reflected upon, to share good practices and highlight points of ongoing contention.

Working from the background to the original pilot project to develop an inter‐disciplinary course to heighten student skills in sustainability and change management, the paper looks at some of the theoretical approaches taken to the design of PBL scenarios and tries to place these in the context of education for SD.

The initial project found that using inter‐disciplinary, problem‐based approaches to embedding SD in the curriculum is not only practicable but also desirable. However, the approach to design of problem scenarios has to be adjusted to the nature of the “wickedness” of sustainability issues and be appropriate to the student cohort and institution.

The approaches are felt to be applicable to a much wider range of situations than is demonstrated in the paper but, clearly, the findings can only be grounded on the particular situation of the project.

The 2006 curriculum development action research project was intended to help other institutions to replicate the process but, much of the external attention since that time has focussed, inappropriately, on simply re‐using the scenarios that were described in the initial project rather than applying the design process that has been developed in order to devise new scenarios more appropriate to another course or institution.

This study has two aims. It aims to analyse three essential pre-conditions of an authentic sustainability curriculum (ASC). The theoretical analysis involves the definition of authenticity through the learning outcomes (LOs) framework called authentic minimum (AM). This paper also aims to gauge students’ views on economic growth, sustainability and mindfulness.

The theoretical aim was accomplished by extensive study of and critical reflections on the relevant literature. The empirical research was qualitative using an online questionnaire as survey instrument consisting of predominantly open-ended questions involving students of two economic faculties. Directed content analysis and nonparametric quantitative methods were used to assess the answers.

Viable sustainability goals are in stark contrast with the promotion of sustainable economic growth in sustainable development goals 8 and the reigning neoliberal agenda. The empirical findings provide valuable insights into how undergraduate students view mindfulness, economic growth and aspects of sustainability.

The empirical research has some obvious limitations that warrant caution in generalizing the results. The authors used a sample of convenience and the base population of the survey consisted only in students of economics in two economic faculties of two Hungarian universities.

Practical implications of the present paper are many all sharing; however, the need for existential courage on the part of teachers, students and leaders of higher education institutions. Existential courage is required for profound personal transformation, for going against mainstream ideology and the possible confrontations with colleagues, leaders of institutions, students, friends or family members.

On the theoretical side, the concept of ASC was introduced with AM as its LOs framework. For the first time, an attempt was made to interpret authenticity in sustainability education as an integration of mindfulness, human and environmental ethics and a firm opposition to economic growth and neoliberal ideals. The analysis of qualitative data supported earlier research and also provided unique findings in the examined areas.

Higher education institutions (HEIs) have a great responsibility to put education for sustainable development at the centre of their work. Curricula should therefore start to incorporate the sustainable development goals (SDGs) and key competencies in sustainability, and research should be carried out to determine effective learning methods for this. This study aims to explore the usefulness of problem-based learning (PBL) approaches to train biomedical students in sustainability and to provide some recommendations for the design and implementation of new PBL-SDG scenarios.

Two PBL-SDG scenarios were designed, implemented and evaluated for 110 students of human biology degree. Learning outcomes and student perceptions of this approach were analysed through questionnaires, student productions, non-participant observation and focus groups.

The results show that the PBL-SDG scenarios effectively addressed several SDGs and sustainability competencies in a transversal, collaborative and innovative manner. According to student perceptions, the elements that contributed most to the development of these competencies were emotional involvement with the scenario, reflection on their own actions, freedom to approach the problem and tutors who empowered them with their proposals.

The PBL-SDG approach presented in this study is an example of a pedagogical strategy that can help HEIs educate their learners as key change agents. The findings of this study provide evidence for this important aspect and give guidelines and strategies to successfully designing and implementing such methodologies in biomedical education.

Problem-based learning (PBL) has been suggested as an approach to education for sustainable development (ESD); however, the integration of interdisciplinarity is continuously challenged as it requires transfer and collaboration across disciplinary boundaries, as well as integration into an often already-overflowing curriculum. Even in formalized PBL universities emphasizing student responsibility for defining relevant problems, envisioning sustainable solutions and developing transversal competences, interdisciplinary collaboration is still often “relocated” to extra-curricular activities. This paper aims to explore Aalborg University (AAU) Megaprojects as a case for systematically integrating principles of ESD, and particularly interdisciplinarity, into PBL at scale.

The paper proposes a framework for analysing potentials and challenges concerning interdisciplinary framing and facilitation in large-scale projects based on PBL- and ESD-related research and presents findings from a case study on the first three rounds of megaprojects at AAU in 2019 and 2020.

The findings indicate that interdisciplinary megaprojects have the potential to motivate students to engage in sustainable development; however, they require systematic framing and guided facilitation, particularly in the early stages, for students to take ownership, prioritize collaboration and see the contribution to and connection between disciplines. They also need prioritization at all institutional levels to succeed as an institutional strategy of ESD.

The paper provides insights into the potentials and challenges of framing and facilitating large-scale megaprojects as an approach to integrate the SDGs and interdisciplinary collaboration into higher education. Hence, it aims to provide new insights, concepts and practices for ESD and PBL for sustainability.

The paper aims to explore the effect of problem-based learning (PBL) embedding degree and education level on individual perception, as well as the moderating effect of nationality.

The paper first conceptualizes PBL embedding degree which means the extent of applying PBL. It takes an empirical study on an international MBA class in one of the first-class universities in China. An investigation is taken with the designed “PBL-based Cognitive Perception Scale” and an Ordered Probit Model is constructed.

The findings of this study are as follows: PBL embedding degree has a significant effect on the cognitive perception of student, which varies in different dimensions; the educational level of international student positively affects the cognitive perception toward PBL; and nationality may moderate the relationship between the PBL embedding degree and individual perception.

The paper replenishes the investigation and application of Bloom’s Taxonomy of Learning. By conceptualizing PBL embedding degree, the paper extends the research perspectives of PBL and proposes a subjective method on the evaluation of PBL. The paper also may provide a guidance for PBL curriculum design with sustainable development of education.

This chapter is based on the work of Professor Charles Engel who, sadly, passed away early in 2019. Some 20 years ago, Professor Engel was advocating that higher education should take a lead in remediating global challenges, particularly those of sustainability. He took a broad view of the concept of “sustainability,” based largely on the Brundtland (1987) view of global challenges. Engel proposed that successful approaches to address the complex problems of sustainability should be explored across disciplinary boundaries. The University of Manchester developed a series of course modules focusing on these major challenges, largely run on interdisciplinary lines. Initially the concept was explored across science and engineering, with the support of the Royal Academy of Engineering. Charles Engel, a leading authority on its use, advised using Problem-Based Learning as a means of addressing the wicked problems in interdisciplinary groups. The pilot modules were extensively evaluated and reported. Since then the course units have developed and diversified, with extension to other schools, universities, countries, and to postgraduate courses. This transformative concept has also been explored in hybrid online format. The current chapter will re-introduce some of the original ideas and bring together the many threads that have emerged.

The purpose of this paper is to investigate online problem‐based learning (PBL) as a route to achieving sustainability education using sponsored projects.

The Royal Academy of Engineering sponsored project at Manchester; to foster education in sustainability through inter‐disciplinary problem‐based approaches, has since been extended to other groups and to a broader array of issues. One of the limiting factors is the ease with which this approach can be taken in the case of large numbers of students and a commensurate requirement for large numbers of facilitators. The University of Keele, together with partners from the universities of Manchester and Staffordshire, was awarded National Teaching Fellowship Scheme funding to explore further the use of blended or online approaches, in order to overcome these limitations. The pilot unit already has a certain amount of support using the BlackBoard virtual learning environment (VLE) but this scenario is supposed to rely entirely on online working. At the time of writing, the evaluation of the pilot has not been completed but an online questionnaire was devised to monitor students’ reactions to the online working and to ascertain whether they did in fact work entirely online or whether they chose to meet informally face‐to‐face. Difficulties encountered were both organizational (mostly relating to enrolment) and technical (this was a new version of BlackBoard and had a few teething troubles).

This pilot project has demonstrated that a blended approach to PBL is feasible. There are some forms of resistance from students. The assessment was outcomes‐driven rather than process‐driven. This meant that it was not necessary for the academic staff to have access to all the discussions, thus acting as facilitators. There is a general theme that while learners found it possible to work effectively as a group online, they also found it more difficult. It is possible that the students were having to dedicate more time and effort to the use of the online system, which had an impact on their creativity and productivity.

In the case of the University of Manchester, the developments are being applied to a Masters‐level course unit in Managing Humanitarian Aid Projects. This unit proceeds on the basis of five scenarios that students try to resolve in small groups and in the first pilot year one of these scenarios is being delivered on‐line.

The results of this pilot could be fed in to different stages of programme deployment to examine impact and explore possibilities with distance learning modules.

This paper has looked at the effectiveness of nationally run, problem‐based learning projects that are aimed at improving understanding, engagement and deployment on diverse learning environments to include VLEs.

Higher education institutions and their lecturers are strategic agents and main drivers that contribute to circular economy transition. This requires them to understand the key circular economy competencies and how to integrate circular economy holistically into their curricula with the suitable teaching and learning approaches. This study aims to support them by providing an overview on the characteristics of education for the circular economy (ECE) and suggestions to lecturers to further develop their curricula.

The data consisted of scientific articles (n = 22) describing circular economy courses in higher education. Qualitative content analysis with quantitative features was performed on the selected articles to answer the research question.

The findings confirm that the system’s focus is the key issue in ECE. However, to integrate circular economy holistically into the curricula, ECE should be implemented more widely in the context of different industries and market contexts to find innovative teaching and learning approaches. The demand side needs to be incorporated in the courses, as systemic transformation is also about transforming consumption. All levels of implementation and circular economy objectives should be included in courses to promote systems thinking. In addition, innovative forms of real workplace interaction should be increased.

As ECE has started to emerge as a new field of study, this article provides the first integrated overview of the topic.

One of the most important issues plaguing our planet is the depletion of natural resources and climate change, creating new disasters, and global challenges. The international community has expressed its anguish and concern for these problems through several international forums and treaties. As a response, Education for Sustainable Development is a program that aims to educate students on these issues. Teaching sustainability to young graduates needs to be holistic and pluralistic in nature. Discourses and modules on sustainability help in making them sustainability conscious which will enhance the competencies of people and help them to live and act in a more sustainable way. This book has several chapters written by academics across the globe who have spoken about their experience of incorporating sustainability into their curriculum and adopting various pedagogical approach that has helped their students to learn and understand the subject. Sustainability has been part of the teaching and learning in general, and as part of management, engineering, medical, and design courses, for instance. This book helps us to understand how such teaching and learning strategies can be made more effective for students.

The purpose of this paper is to review and highlight some recent examples of embedding education for sustainable development (ESD), within science and related curricula in ways that are meaningful and relevant to staff and students and reflect on different embedding strategies and discourses.

A review of recent selected UK and international teaching and learning practice drawing on an expert workshop and link to wider debates about student competencies and embedding ESD in the curriculum.

There are a number of practical ways of bringing sustainable development into science, technology, engineering and mathematics (STEM) related subjects. Successful implementation requires linking teaching activities to the core activities of the STEM discipline. Reformist approaches to curriculum re‐orientation are more likely to be successful than calls for radical, transformational models.

Embedding ESD into the core curricula of STEM subjects is potentially difficult. This paper highlights practical ways of doing this which can be adopted and introduced within the mainstream of STEM curricula and have a greater chance of being taken up than bolt‐on approaches.

The treatment of ESD in STEM subjects is relatively under‐developed compared to social sciences, humanities and subjects allied to environment. The economic and social significance of STEM subjects means that STEM‐related subjects are integral to sustainable development and therefore STEM education must be re‐oriented to sustainable development.